Child Development and Education (with MyEducationLab) - Tapa blanda

The Only Comprehensive Development Text Written Specifically for Educators

More than any other development text, Child Development and Education spells out the practical implications of development theory and research and provides concrete applications for educators to take into the classroom.

• Development and Practice features offer developmentally appropriate concrete strategies for facilitating student development and learning (e.g., pp. 96, 208, and 222).
• Observation Guidelines tables help students learn to observe developmental nuances in children and adolescents (e.g., pp. 84-85, 98, 200, and 209).
• Applying Concepts in Child Development sections at the ends of each chapter provide scenarios connected to developmental concepts and allow students to practice applying their knowledge of development (e.g., pp.105-107 and 228-231).

The Difference between Reading about Development and Seeing It in Diverse Contexts

More than any other text, Child Development and Education illustrates abstract concepts with concrete illustrations from children of diverse family, cultural and socioeconomic backgrounds through case studies; artifacts from journals, sketchbooks, and schoolwork; and digital video footage.

• Each chapter begins and ends with a Case Study and includes integrated vignettes throughout the chapter (e.g., pp. 63, 75, 81, and 105).
• Most chapters have one or more Developmental Trends tables that highlight the developmental differences that readers are apt to observe in infancy (birth-2), early childhood (2-6), middle childhood (6-10), early adolescence (10-14), and late adolescence (14-18). See pages 87-88 and 225 for examples.
• Interpreting Children s Artifacts and Reflections features provide practice in evaluating student work and applying new knowledge authentically (e.g., pp.105-106, and 230).
• Digital video footage allows students to explore significant topics in child development, including memory, friendship, and families, from the perspective of children from five age groups (e.g., pp. 65, 195, 201, 202, and 217).